This review focuses on the relationship between theoretical knowledge and professional practice within pharmacy education. The discussion takes two different approaches to examine the selected literature. The first approach is concerned with how curriculum changes may potentially contribute to the improvement of professional practice. This includes a consideration of curriculum issues such as placement based learning, problem based learning and interprofessional education. The second approach investigates how an awareness and knowledge of pharmacy "culture" can potentially impact on pharmacy education. This area of the discussion considers the use of a Habermasian philosophical framework, the relationship between knowledge and professionalism and the school of pharmacy as a community of practice. The review implies that there needs to be the development of a closer interest in the underlying issues that shape our philosophy of pharmacy education.